As an English teacher, will you prepare lesson plans before class? The following are "five universal templates of primary school English teaching plans" compiled by me for you, for reference only, and you are welcome to read them. Part 1: Universal template of English teaching plan for primary schools
Teaching emphasis:
Words in Let's Learn: flying, walking, running, jumping, swimming.
Use sentences in the dialogue in the scene and replace the words in the sentences appropriately.
Listen, say, read and write words: flying, walking, running, jumping and swimming.
teaching difficulties:
the pronunciation of the last letters of walk, run, jump and swim linked with ing.
the spelling of running and swimming.
preparation before class:
pictures (let's start), recordings (let's learn, Let's chant), courseware and animation materials needed in the teaching process.
five words, pictures and cards in this lesson.
Teaching process:
Warm up
Activity 1: Sing
Teaching reference time: 2-3 minutes
The teacher plays the recording of Let's do, Unit 4, Part A, Volume 1, Grade 3.
The teacher shows the word cards of various animals in time, and the students do the corresponding actions while talking.
The teacher plays the recording of Let's do in Unit 4, Volume 1, Grade 3. The method is the same as above.
activity 2: do it
teaching reference time: 2-3 minutes
(1) the teacher writes the words jump, walk and fly on the blackboard, and then gives instructions by pointing to the corresponding words, such as jump like a rabbit. walk like an elephant. fly like a bird. Students do corresponding actions while reading.
(2) Teachers continue to give instructions, students do actions, and ask questions in time: What are you doing? Guide the students to answer: I'm (jumping) (like a rabbit). The teacher adds ing after jump on the blackboard to present a new word: jumping. Introducing walking and flying in the same way.
2. Presentation
Activity 3: Learn to learn
Teaching reference time: 1-12 minutes
The teacher shows the teaching courseware of Let's learn and asks: What animals can you see in the picture? Let the students answer.
The teacher pointed to the elephant and said, Look at the elephant! It’s walking! The elephant is walking. The teacher asked the students to repeat the sentences. Point to a bird and a rabbit respectively and ask the students to imitate the sentence and say: Look at the bird! It’s flying! The bird is flying. Look at the rabbit! It’s jumping! The rabbit is jumping.
Ask the students to look at the pictures and answer: Why is the rabbit jumping? What animal is after the rabbit? Guide the students to answer: A tiger. The teacher asks again: What is the tiger doing? Guide the students to answer: It's running. The tiger is running. Teacher writes on the blackboard: running.
The teacher pointed to the fish swimming in the water and asked: What is the fish doing? Guide the students to answer: It's swimming. Teacher writes on the blackboard: swimming.
The teacher plays the dialogue in the courseware and asks the students to repeat the sentences.
Let the students read the words on the blackboard. The teacher pointed his finger at running and asked: How many "n" s there in this word? Guide the students to answer. In the same way, remind students that the letter m in swimming should also be double-written.
let the students spell the words. Running, r-u-n-n-I-n-g, running.
Activity 4: Say a ballad
Teaching reference time: 5 minutes
The teacher shows the pictures, and asks the students to listen to Let's chant for 2-3 times, and arrange the pictures in the order of hearing in groups.
The teacher asked the students to understand the Chinese meanings of the words jumping, fighting, biting, climbing and snoring through the pictures. The teacher explained the Chinese meaning of never boring to the students.
listen to the tape, say the ballad and act it out.
Activity 5: Making up ballads
Teaching reference time: 4 minutes
(1) The teacher shows the pictures of Let's start, and asks the students to look at the pictures and say sentences: Look at…! It's ... the ... is ...
(2) Let the students work in pairs and write their own ballads according to Let's chant.
(3) Tell the self-made ballads to everyone.
3. Let's play
Activity 6: Play
Teaching reference time: 4 minutes
(1) The teacher invites a boy and a girl to go on stage, and the girl makes an action. Other students guess the name of the animal according to the action, such as: It's a rabbit. After the animal name is guessed correctly, the boy makes an action. For example, The rabbit is jumping. In addition to the five animals in Let's learn, teachers can also ask students to perform other animals and related actions. Part two: universal template of primary school English teaching plan
preparation before class
1. Teaching wall chart.
2. Teaching slides.
3. Teaching audio tapes.
pictures and word cards of 4.6 places (prepared by teachers and students respectively).
5. Lesson 25 Pictures and word cards of vehicles and transportation facilities (prepared by teachers and students respectively).
6. Bus stop signs for games, headdresses for vehicles, badges for ticket sellers, bus tickets, etc.
teaching content
A, Look, listen and talk.
1.
2. Students learn English expressions in five places by watching, listening and speaking. Among them, although the two words "school" and "zoo" were contacted in previous studies, they did not appear as formal words. This time, they were officially included in the list of new words and appeared as new words.
3. The requirements of this part of the words are: students can associate the sounds of the words with the corresponding pictures, and can say the words in English according to the pictures.
4. The difficulties in this part of the learning content are as follows:
(1) the pronunciation of the book store phrase is lost;
(2) Identifying the meanings of words in places and places.
5. Use "Where are you going? Im going to ... "statement, asking someone where to go and expressing where to go.
6. Ask someone what means of transportation to take and answer.
7. This part focuses on learning the sounds, shapes and meanings of words in places and places, and only requires a preliminary perception of sentences. In the teaching of Part B, attention should be paid to consolidating sentences.
8. The review contents that can be involved in this part are: sentences asking where something is and words indicating location. This review content paves the way for learning directions and asking for directions in Lesson 27.
B, Lets play and say.
1. The learning content of this part is that students perform simulated role performances through games.
2. By doing things with language, students can master the words of the places they have learned and the questions and answers that ask someone where they are going.
3. This part has a song about driving to a place. This song is in line with students' simulation activities, and students are not required to sing it. Students can be required to learn this song step by step in the future review and consolidation.
teaching suggestions
1. Before students learn new content, teachers should help students review the learning content of Lesson 25.
2. The teacher shows the teaching wall chart and asks the students to look at the pictures and listen to the tape. When listening to the first and second recordings, the teacher points out the corresponding pictures according to the recordings, and when listening to the third and fourth recordings, the students can be asked to point out the corresponding pictures according to the recordings. When students point to pictures, it is suggested that one student point to the teaching wall chart presented by the teacher first, and then point to the pictures in the book in pairs.
3. What do you see in the picture? Ask questions to help students practice saying words indicating places.
4. Teachers help students to do exercises to consolidate words. For example,
(1) Teachers give instructions and students respond with word cards. Such as: a.show me ... b.put the park next to the zoo ...
(2) Students look at the pictures and number them according to the phonetic symbols they hear. For example: T: Find the school. Write No.1 Under the school. Find the hospital. Write No.2 Under the hospital ... After the serial number is marked, the students will do feedback exercises in pairs or in groups. Such as: A: No.1.B (Ss): School.
(3) Look at the picture and ask questions. Such as: T: Where is the zoo? S: Its next to the park.T: Where is... ? S: its ...
5. Teachers use a variety of methods to help students understand the use of the communicative phrase "ask someone where they are going". Such as: videos taken according to the learning content, computer courseware made according to the learning content, showing the corresponding pictures, teachers introducing the situation in English and listening to the recording.
6. Teachers set corresponding scenarios to help students learn "Where are you going?" Question and answer language. For example, a corner of the classroom is arranged as a street, and a bus stop is set on the street. The teacher said: Today is Sunday. I am going to the supermarket. (Walking in the street, pointing to the picture of the supermarket. Teachers can point to pictures of other places and ask students: Where are you going? Help students answer: Im going to ... Teachers should pay attention to let as many students answer this question as possible; On the basis that most students can answer this question, help students learn to ask questions. Then, help them do preliminary question and answer exercises.
7. Teachers use the same situation to help students learn "By taxi?" Question and answer language. Teachers take pictures of vehicles or toys, stand by the bus stop and say, "I go to the supermarket by bus", and ask students, "How do you go to the supermarket?"? By bus? Then help the students answer Yes./No.By subway. Since there is no other language in the textbook to support the practice of this question and answer, it is suggested to take the following measures to help the students practice this question and answer. The teacher says the question "How do you go to the ...?" Question and answer between students: By bus? Yes./No.
8. On the basis of two groups of questions and answers, the teacher helps the students to practice the dialogue in four turns. Don't force all students to know this exercise, just let nature take its course.
9. Let the students listen to songs in order to have a short rest and prepare for role-playing games.
1. the game method is as follows: several students play the role of car drivers wearing car (bus, van, taxi, subway, car) headdresses; Several other students act as ticket sellers (holding tickets of different models in their hands); Then six students stand in every corner of the classroom with pictures of places in their hands; Other students act as passengers. After the game starts, the "driver" stands in front of the class, and the "ticket sellers" walk among the "passengers" and have the following dialogue:
Ticket sellers: Hi! Where are you going?
passenger: Im going to the zoo.
conductor: By bus?
passenger: No.By car. (The conductor gives the passenger a car ticket. The passenger walked up to the car. )
car: Get on, please. (Passengers put their hands on the shoulders of the driver when they get on the bus. Get on the other car. It's the same. After every "car" has "passengers", the "driver" drives the "passengers" to the place where they want to go. At this time, the song will be played, and the "car" will drive to the place where the "passenger" wants to go (walk to the student holding the picture of the place). After arriving at the place, the driver said, "Heres the ... get off", Part III: Universal template of English teaching plan for primary schools
Teaching objectives:
1. Consolidate the study of six groups of vocabulary related to games or activities.
2. learn the expression of communicative language Can you? Yes, I can. No, I can. < P > Key and difficult points: < P > Can you learn the expression of communicative language? Yes,